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635 


Imprint 


._._.£4.1_ ..._. 





O:?' This Pamphlet ivill be called for 
in a few days, if kept to be paid for,-- 
Price 12 J cents. 



ADDRESS TO PARENTS, &c. 

Which may he obtained at the PoweUon Academy 
or at the School Room. 

I 

A NEW SYSTEM OF EDUCATION. 

THE subscriber respectfully informs his friends 
and the public, that he has recently brought fronj 
London a new System of Education, invented by 
Mr. James Perry, which, as will be seen, by the 
perusal of the annexed documents, is now adopted 
in many extensive Academies in England ; and it 
is the decided opinion of all who have witnessed its 
effects, that, from its superior excellence, it must, 
of necessity, and at no distant period, universally 
prevail. . , 



2 



Education on the above system, including the 
Enrrlishj French, Latin, and Greek languages ; 
Writing, Geography, Book-Keeping, the Mathe- 
matics, Books and Stationary : together with Board, 
Washing, and Bedding, for young gentlemen un- 
der ten years of age, one hundred and forty dollars 
per annum, and an additional ten dollars, for every 
year exceeding that age. 

The situation of the establishment is healthy and 
pleasant. The premises spacious and convenient, 
and the treatment kind and hberal. 

AMOS CLEAVER, 

Powelton Academy, West Philadelphia. 

Ref<?rences, William Staughton, D. D. 

Rev. William E. Ashton, and 
George Howorth, Esq. 

N. B. The School-room is at 30 1-2, South Se- 
venth-Street, between Chesnut and Sansom-streets; 
anu pupils who board with the subscriber, will be 
conveyed thither in his carriage; having, thereby, 
the benefit of an airing twice a day. 

A hw Day Scholars will be received, and their 
Education as carefully attended to, as that of the 
Boarders. The terms for Day Scholars, may be 
known at the School-room, which is now open. 



ADDRESS TO PARENTS, &c. 

ON THE 

JYEfV SYSTEJVI OF EDUCJlTIOJ\\ 

BY MR. PERRY. 



IT may not be too much, if when announcing 
universally to Schools a superior System of Edii- 
cation, I should Address Parents on the subject. 
a subject in which they are so much interested, and 
a subject, in which the present and future interests 
of their dearest attachments — their children, is 
most intimately connected. Much of the solid and 
lasting happiness of parents is dependent on the 
successful education of their children ; in this, all 
their hopes are concentrated, and with this are as- 
sociated all their delights. In order fully to ap- 
preciate the advantages that result from ^' The 
New System," it is of importance, previously to 
ascertain where improvements are most wanted in 
the pre«,'ailing ones. This can be done only by 
pointing out their defects. 

It cannot be denied, that the prevailing systems 
of Education are, in many respects, objectiona- 
ble. 

1. The Cultivation of Intellect is effected, in 
proportion as the Thinking Faculty is brought 
A 2 



4 



into operation ; but the prevailing system, cannot 
be said to accomplish, in any considerable degree, 
this chief object. 

2. The Thinking Faculty is excited to opera- 
tion, not only by solitary study, but, often most 
powerfully, by Oral Discussion ; there being mu- 
tual action and re-action between thought and lan- 
guage : but pupils, on the prevailing systems, are, 
from the very nature of those systems, confined, 
during all the hours of school, to solitary study ; 
and prohibited every kind of conversation. 

3. The prevailing systems teach few things, per- 
haps nothing, perfectly. 

4. A great proportion of the pupils' years before 
maturity, is spent at school, in acquiring this im- 
perfect knowledge. 

5. A Class, the most accurately assimilated, on 
the prevailing systems, is made up of pupils, whose 
natural and acquired talents are various, whose 
different degrees of preparedness for the subject 
studied, are as different as their faces are different ^ 
yet they are taught collectively, all are expected 
alike to understand the same explanation, all are 
expected to improve alike by the same method : it 
is attempted, but in vain, that pupils of superior 
talents should not, under such circumstances, lose 
time from being retarded by those more backward; 
and that the latter should not suffer from being 
made to keep up with the former. The Plan of 
Classification also, and the magnitude of the Clas- 
ses, cause many lessons to be imperfectly learned 



and said ; and the pupils, at best, say only those 
parts of the lessons, that come to their turn to say ; 
or, if each pupil is required to say the whole lesson, 
the others, during such endless repetition, lose their 
time.* 



* An attempt has, recently, been made to avoid the 
inconveniences, which arise from classification, by the 
applying of a very ancient principle to the various de- 
pailments of modern education. — It was found, among 
other disadvantages in the present methods, that the 
number of classes was too great to be properly taught, 
that pupils in the same class did not equally improve 
under the same tuition, and, that they only said parts of 
the lessons : to do away, therefore, with these and other 
evils attendant on the division of a school into classes, 
it has been recommended to adopt no division, no class- 
ijication -whatever, but in lieu thereof, how numerous so- 
ever the pupils may be, how many branches soever they 
may study, and however unequal in their different 
stages of advancement, to take the whole school, and 
teach it, altogether, one common lesson ; and, instead of re- 
quiring each pupil to say separately, to require the 
whole number of pupils to vociferate, all at once, every 
part of it. However efficacious such a plan may be, 
when applied to the pronunciation of our own, or to that 
of a foreign language, it cannot be admitted, that it i« 
capable of effecting any thing in the analyzation of atiy 
language. And when we hear him, who assumes to 
himself the invention, maintain, that it is applicable to 
the -whole routine of school-business, as the Classics, Arith- 
metic, the Mathematics, Grammar, &c. we feel ourselves 
compelled, rather to reprove the temerity of such asser- 
tions, than to applaud the sagacity of the pretended 
invention. If on the usual plans of classification, the 
disparity of pupils in the same class be so great, as, in a 
A 3 



6. Success in communicating instruction de- 
pends much on the Teacher's tranquillity and vigour 
of mind. A person, therefore, who is fatigued in 
body and mind, confused by perpetual interrup- 
tions, and almost constantly irritated, can be, in 
such a state, but little tit for the purposes of tuition. 
Yet to these inconveniences, the very nature of the 
prevailing systems necessarily subjects the Teach- 
er. 

7. Tyranny in the tutor, and Terror in the pu- 
pil, seem, from their frequent occurence, to be ne- 
cessarily attendant on the prevailing systems. Cor- 
poral Punishment, and Coarse or Scolding Lan- 
guage, brutify human nature, and degrade it, even 
in its own estimation : they set aside, and at naught, 
all appeal to those principles of rectitude, and all 
that desire to do well, found even in youth the most 
depraved ; they disregard all the finer feelings, 
and, in lieu thereof, substitute slavery and treat- 
ment of the most ignominious kind. Forcible as 
this reasoning is admitted to be, most of the exist- 
ing systems are constrained to make use, more or 
less, of these pernicious and destructive measures. 

8. Pupils are sedentary during all the hours of 

considerable degree, to defeat the exertions, and to 
paralyze the talents both of them and their teacher, 
much more pernicious must be the effect, when the 
7vhole school, lio-oever large, is embodied into a single class. 
Injurious indeed must be such a plan to the rising gene- 
ration, and unwanj must those teachers be, who adopt 
«uch a metliod. 



school, a circumstance very des*tructive to healtli ; 
particularly as they are thus r estrained during so 
many years, years in which all their approxiuja- 
tion to full growth and vigour must be made. 

9. The greater number of pupils bring away 
from school, with the little knowledge they have 
acquired, an Antipathy for the Studies which, they 
have, for so many years, pursued under the impulse 
of corporal punishment, or other degrading treat- 
ment. — Literature and Science are, therefore, ne- 
glected when school is left. 

10. Much of the pupils' time, during school 
hours, is unempLoycd^ or not employed to the pur' 
pose. They have time to squander in play, in talk, 
and in traffic. 

1 1 . The time, during which they are not fully 
occupied, they too often embrace, to teach each 
other Depravity of Manners. 

12. Plagiarism is practised on the prevailing 
systems, to a destructive extent; and much difficul- 
ty, also, is experienced, in preventing pupils of 
inferior acquirements, from getting their work 
done for them hy scholars more advanced ; who 
are often induced to do this from partiality, some 
petty gift, or, from not having enough to do. 

13. Amstants, instead a^ Principals, have often 
the tuition of pupils, that is, persons frequently but 
indifferently qualified J who can, of necessity, feel 
but little or no interest, in the solid progress of their 

A 4 



8 



pupils, and from whose mismanagement, other se- 
rious evils do not unfrequently occur. 

14. To attempt the tuition of pupils by making 
use of a language, which they do not understand, 
is too absurd ever to have found an advocate ; but 
in proportion as the learning of the Tutor is ele- 
vated above that of his pupils, in the same propor- 
tion, also, is his language elevated, and, conse- 
quently, in the same proportion, he ceases to be 
understood. — The Preceptor's language partakes 
more of the nature of written diction^ the pupils' 
more of the colloquial style. Written and spoken 
language are, in many respects, essentially dif- 
ferent : what is intelligible to children in the lat- 
ter, is often, by no means so, if expressed in the 
former. With much, then, of the absurdity of 
teaching in an unknown tongue, are most of the 
prevailing systems chargeable, when they employ 
only the mature understanding, to convey instruc- 
tion to the juvenile mind. 

15. Thz faculty which children possess of com- 
municating instruction to one another, beyond 
any thing the adult Preceptor can accompHsh, was 
known in ancient as it is now in modern times, and 
yci ikiw of the prevailing systems avail themselves 
of this faculty, and none of them, to any extent. 

16. Accuracy of Thought and of Expression 
are perhaps the greatest benefits, that Education 
can bestow, and are acquired only by much daily 
written Composition ; yet pupils compose but sel- 
dom on the prevailing systems. 



17. Excellence in Oral Discitssioii is of inesti- 
mable advantage to the possessor, and can be ac- 
quired, like Composition, only by much daily and 
well regulated practice ; yet this practice is, on the 
prevailing systems, wholly interdicted. 

18. Few, that are educated on the prevailing 
systems, become thorough scholars. 

19- The more difficult the subject is, which is 
studied, the more unsuccessful the prevailing S3'^s- 
tems are in teaching it ; — so we seldom find stu- 
dents make considerable and solid progress in the 
more severe studies, as the Classics and Mathema- 
tics. 

20. It cannot be said with much correctness, 
that Order, Energy^ Application^ Accuracy and 
Precision predominate in the prevailing systems ; 
and it is already conceded, that these are attainable 
only by long habit ; it is contrary, therefore, to the 
nature of things, to expect pupils to be confirmed 
in habits so inestimable, on systems, in which they 
have so little place. 

21. Emulation is great, in proportion as the 
number concerned in the contest is great ; but the 
power of the prevailing systems, being extremely 
limited, compels many schools, on these systems, 
to receive but a very limited number of pupils. 

22. To discover, when lessons should be said, 
that they are not hioion, on account of some diffi- 
cuhies having presented themselves, which the pu- 
pils could not understand, when they were prepar- 
ing their lessons ; is, also, to discover that muck 



10 



time has been lost : but the usual systems have no 
adequate mea)is of preventing the frequent recur- 
rence of such serious evils. 

23. The nature of the prevaihng systems, not 
compelling tutors to give perfect instruction, lays 
those systems open to the intrusion of empirics, — 
of rr.^n, who offer themselves to the public, as in- 
structors of the rising generation, but who, from 
po?sessing little or no knowledge of the subjects, 
which they profess to teach, would serve the inter- 
ests of society better, by modestly withdrawing from 
so responsible a profession, — from an employment, 
so fraught with injury, where it is badly perform- 
ed. 

24. In those Academies, where the Monitor sys- 
tems are adopted, the objections to the use of Mo- 
nitors are extremely numerous and forcible. 1st. 
If the monitor is idle, the lohole class in conse- 
quence suffers. 2nd. A monitor, in teaching a 
considerable class, (on some systems, a very large 
one,) neither will, nor can, call forth, either from 
himself or his pupils, the degree of industry, of en- 
ergy, and of attention, absolutely requisite for 
teaching or learning with only tolerable success. 
3rd- The implicit dependence, which, to a very 
great extent, must be reposed in the monitor, that 
he will faithfully discharge his office, and the con- 
sequent habihty to 'his dependence being abused, 
on account of so much industry, energy, and at- 
tention, being required to teach a class. 4th. If a 
monitor is absent, or leaves school, his class can 



11 



do nothing, till he return, or another be appointed, 
5th. On the monitor systems the re-appointment 
of monitors is incessant, and an intolerable burden 
on tlie teacher. 6th. It not unfrequently happens, 
that absent, or left monitors, cannot be efficiently 
replaced, in consequence of none of the remainijig 
scholars being at all capable of teaching and man- 
aging a class. 7th. The difficulty, which the prin- 
ciple perpetually experiences, in keeping a mere 
child industriously employed in so arduous an oc- 
cupation, as teaching a considerable class. 8th. 
Confusion and loss of time in the school, till the 
absent monitors be replaced. 9th. Monitors are 
open to objection on the very ground, of their su- 
perior acquirements, as they are, in consequence, 
more useful to their parents, and therefore more 
liable to be detained at home by them. 10th. The 
aversion, which children have to be much occupi- 
ed in teaching classes, after the novelty of the of- 
fice is over. 1 1th. The great objection, which pa- 
rents have to suffer their children to be employed 
in teaching classes, and their frequent removal in 
consequence. 12th. The dissatisfaction attendant 
on the employment of monitors, in those pupils, 
who are obliged to submit to be taught by them. 
13th. The difficulty which frequently occurs, of 
adequately promoting the instruction of the moni- 
tors, in consequence of so much of their time being 
occupied in teaching. 

25. Unnecessary noise, hustle, and confusion, 
are prevalent on the usual systems. 
A 6 



12 



26. Economy has no place on the prevailing 
systems, as two thirds of the pupils' time, are little 
or no better than lost. The expense of extras, 
moreover, such as BooJcs, is strongly objection- 
able. 

27. Pupils seldom Read with much propriety 
of inflection, emphasis, &c. 

28. To learn to Write j that is, to learn a very 
simple imitative art, pupils practise an hour or 
more, almost daily, during the whole period of 
their education ; yet, when they leave school, they 
can seldom write any thing beyond a School-boy^s 
hand, — the business-hand, they have, therefore, to 
acquire in after-life. Here, there is much time 
consumed, and but little accomplished. 

29. In Arithmetic, even when pupils have ac- 
quired some dexterity in the practice, the nature 
and reason of the operations, are commonly not 
understood. — The prevailing systems degrade 
Arithmetic from the rank of science, by the man- 
ner in which they teach it 5 nor is this all, the thing 
is made abstract and needlessly difficult, simple 
subjects are rendered complicated, and mischiev- 
ous methods, also, of teaching some of the most 
important ra\es prevail almost universally. Hence, 
pupils are seldom made, at school, sufficiently ex- 
pert in Arithmetic, for the purposes of business. 

30. Pupils are seldom erudite in English Gram- 
mar. Their knowledge, after having learned it for 
years, more especially if they know nothing of the 
learned languages, often extends but little beyond 



13 



mere rote work. The mechanism of language is the 
greatest monument of human wisdom, and is, there- 
fore, best adapted to benefit intellect by its analy- 
zatlon. Hence, the analysis of language is capable 
of being made an adequate instrument of mental 
discipline. This effect, however, is often frustrat- 
ed on the prevailing systems. 

31. The Classics are undoubtedly the most be- 
neficial instrument for the cultivation of intellect, 
and, whether we regard their direct or indirect uti- 
lity, it is not easy to over-rate their value. Yet 
they are, often, so taught as to demonstrate, that 
years of time have been absolutely lost, — years, in 
which nothing of any value whatever has been ac- 
quired. Hence their utility has been disputed, — 
an argument drawn from the abuse of the thing. 
In some establishments, indeed, they are studied 
to the exclusion of other indispensable subjects : 
whence, also, their general unfitness has been ar- 
gued, — another argument from the abuse of the 
thing. Prejudices, chiefly arising irom the manner, 
in which the Classics are usually taught, are far 
from being uncommon ; hence, with many, a Clas- 
sical education is not considered an essential requi- 
site; a good English Education is all that is sought 
for. For this purpose, a knowledge of the gram- 
mar of their own tongue is, alone, deemed suffici- 
ent. But the observation, that the study of the 
Latin Classics is of extreme utility in acquiring a 
perfect knowledge of English, is as true as it is 
trite ; nor was there ever one vet, that had a cona- 



14 



prehensive knowledge of the principles, structure, 
and force of our language, who was not acquainted 
with the Latin ; much less, then, can it be admitted, 
that any teacher, ignorant of Latin, can teach his 
own language with effect. Pupils, on the prevailing 
systems, apply to the Latin tongue for months, and, 
not unfrequently, for years, without seeing the 
utility of its infections^ or perceiving the nature 
of its mechanism. 

32. Geography, also, is studied by pupil for 
years, before they have a correct knowledge of the 
localities, relative situations, co?nparative magni- 
tudes . &c. of those places, that are commonly in- 
corporated in books of Geography. 

33. Any thing like a tolerable knowledge of His- 
tor',', is, with extreme difficulty, attainable on the 
prevailing systems. 

34. There is barely time to commence the Ma- 
thematics on the prevailing systems ; the time 
those systems can find being little more than suffi- 
cient for Arithmetic. The Exact Sciences, there- 
fore, are but very slightly cultivated. Even Alge- 
brUy imjjortant and sublime in its object, and, in 
its more elementary stages, easy and simple, can 
be but little attended to. The prevailing systems 
adopt such a method in teaching Algebra, as to re- 
quire, that pupils should apply to it for a conside- 
rable time, before they can understand, how quan- 
tity can be designated by letters ; how any opera- 
tions can be performed by a literal notation, that 
can lead to rational conclusions. The usual modes, 



15 



also, of teaching the science are insufficient to ^ve 
pupils a knowledge of the subject, at all consider 
rable, or, of any great utility. 

35. No consideraijfe information in the Philoso- 
phical Sciences, or the Belles Lett res, is, or can be, 
imparted to pupils on the prevailing systems. 



THE NEW SYSTEM. 

After having exhibited some of the points ia 
which the prevailing systems fail, it seems almost 
unnecessary to say any thing more of '"^ The New 
System," than that these defects, in whatever 
schools it is adopted, are necessarily corrected. — 
As, however, the hopes of the Reader may be ex- 
cited to expect something beyond this, I have sub- 
joined the following particulars : 

1. It is a System of universal application, and 
therefore adapted both to Ladies' and to Gentle- 
mcji's schools. 

2. The System applies alike to the Latin and 
Greek Classics, to the English, French, Italian, 
and other Modern Languages, to Composition, 
Algebra, Geometry, and the Mathematics general- 
ly, to Geography, Astronomy, the Globes, Histo- 
ry, Elocution, and Drawing, as well as to the 
Commercial branches — Arithmetic,Wriling, Book- 
keeping, &c. 

A 8 



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3. The Pupils are all taught and heard, in every 
branch of learning whatever, indiinduallij, as in 
private tuition. Every pupil, therefore, says the 
whole lesson himself. 

4. Whatever is taught, is, of necessity, taught 
perfectly, for teaching otherwise than perfectly is 
essentiaUy incompatible with the principles of the 
system : — this perfection of tuition does not con- 
sist in mere rote work, as no lesson is laid aside, 
till it is accurately and minutely comprehended. 
This advantage, peculiar to the system, will per- 
haps be more intelligible, when it is understood, 
that the Instructer must thoroughly understand 
every subject, that he professes to teach j as " The 
New System" constrains him, either to teach per- 
fectly , or not to teach at all ; — he can make no 

empty appearance of teaching. In whatever 
schools, therefore, " The New System" obtains, it 
necessarily prevents emjnricism in tuhion. 

5. Fupils of superior abilities or acquirements 
cannot, from the very nature of the system, be as- 
sociated wiih those, inferior in these respects ; nor 
are the maiiy^ widiout genius, sacrificed to ikx^few^ 
who possess it ; a prominent feature of the system 
being to have due regard to the different gradations 
of mental power, and thus to put within the reach 
of every one, means of improvement proportionate 
to his natural capacity. The System, also, has 
due regard to the order, in which the intellectual 
faculties unfold themselves, to the degree, in which 
they may be strengthened, and to the importance 



17 



of training the mind to habits both of multipHed 
and concentrated attention. 

6. Pupils are much discipHned in Oral Discus- 
sion, on all the subjects that enter into a course of 
Academical Education; Oral Discussion being 
made, on " The Neav System/' a chief medium 
of study, and of com municatinij instruction on all 
subjects. Hence, what pupils learn is more intel- 
ligible to them ; hence, and from the daily practice 
of much written composition, they acquire habits 
of conceiving and intelligibly communicating clear 
ideas ; hence, also, they acquire, at a very early 
age, an unusual quickness of thought, accuracy of 
expression, and an easy flow of language on all 
subjects. By pupils thus freely exchanging ideas 
in the manner of conversation, interest, also, is ex- 
cited ; attention roused ; the reasoning powers 
strengthened ; study rendered delightful ; and the 
thinking faculty exercised, beyond any thing, that 
silent and solitary stud}^ can effect. 

7. Assistants and Monitors are unnecessary in 
tuition, and therefore rejected ; the Principal 
alone being all that is requisite even in the largest 
schools. 

8. Every moment of each scholar's time is ii^hol- 
hj employed. Hence, no pupil can find an inter- 
val, however short, illicitly to tell or show another 
his work, nor can the too common school vices — 
bribery, promises, threats, or favouritism induce 
him to attempt this, as these, together with idleness, 
are universally 2?revew^e6?; hence, also, pupils are 

A 9 



18 



prevented from teaching each other Depravtiy of 
Manners. The nature of the System, also, is 
essentially such, that none can commit Plagia- 
rism. 

9. Pupils, on " The New System," presenting 
no occasions for Coercive Measures, they are not 
resorted to. The teacher is not, therefore, liable 
to Irritation or Anger. 

10. The Order and Simplicitly of the System 
are so great, that the trouble midfatigae of teach- 
ing a School of indefinite extent, are incomparably 
less than on other systems, aided by all the services 
that Assistants or Monitors can give. The pupils 
also contract from the System confirmed habits of 
Order, Energy, Application, Accuracy, and Pre- 
cisi'm. 

11. Pupils are delighted with " The New Sys- 
tem." 1. On account of the means, which it 
makes use of, to create inquiry, and to render the 
acquisition of knowledge a pleasing occupation. 
2. From the respective difficulties in all the pupils' 
lessons being explained and removed, previously to 
their commencing of the study of them. 3. From 
the succession of duties being agreeably diversified. 
4. From lonely and unassisted study being, to a great 
extent, discarded. 5. From the positions of study 
being so varied, as not to be sedentary. 6. From 
the absence of all Degrading Treatment. Hence 
also, pupils love their learning, make rapid pro- 
gress, and consider the School Room, at once, a 
Sanctuary against Fear, and a Theatre of B^ilight. 



19 



12. The Emulation excited is greater, beyond 
any assignable comparison, than on other sys- 
tems. 

18. " The New System" applies, with undi- 
minished power ^ to Schools in which the number of 
pupils is indefinitely great ; nor are Assistants or 
Monitors more requisite in these, than in more limi- 
ted establishments. 

14. In Economy, " The New System " exceeds 
all others, as it accomplishes, what they effect, in 
one-third of the time. The Books, moreover, and, 
whatever else is requisite, are incomparably less 
expensive, than on other systems. 

15. In Reading, the nature of the S3^stem does 
not admit improper Inflection, Emphasis, &c. to 
pass uncorrected. 

1 6. Pupils learn to Write an accurate and ele- 
gant business hand in a much shorter period, than 
that usually allotted to acquire a school-boy'' s hand. 

If. In Arithmetic, pupils are taught to operate 
by methods, that are in general shorter, more sim- 
ple, easier, more intelligible, and less difficult to 
remember. The Practice, which universally pre- 
vails, of teaching Arithmetic as a mere art, is dis- 
carded ; — Arithmetic is raised, by " Tke New 
System," to its due rank in science, by which some 
mischievous principles, that universally obtain in 
schools, are corrected. Hence pupils obtain an 
accurate and extensive knowledge of Arithmetic 
hi a much shorter period, and, by finishing their 
course earlier, have time sufficient, before the}^ 



20 



leave school, for the culture of the Mathematics. 
By thus treating Arithmetic, that slowness of ope- 
ration, and backwardness to attempt the solution 
of a question, unless they know the Rule, observa- 
ble in pupils taught on the usual methods, are re- 
moved. 

18. English Grammar \s so treated on "The 
New System," as to be no longer a dry, hated, and 
unprofitable study ; no longer taught on principles 
that can expose this important subject, to be known 
only by rote ; and while the plan, that is adopted, 
necessarily secures success ; the time, that is con- 
sumed, is incomparably shorter than that employed 
on the prevailing systems. 

19. The Latin and Greek Classics, and other 
Languages, are so taught that the pupil, in his ear- 
liest lessons, not only learns, but sees the the utility 
of the inflections, and discerns the nature of the 
mechafiism of the language ; his mind is disciplined 
from the commencement in the nicest analyzation, 
and, at every step, becomes more convinced, that 
nothing can supply a want of classical attainments. 
The degree of knowledge obtained, is necessarily 
in ratio with the time employed ; and pupils ac- 
quire, in a comparatively short space of time, a mi- 
nute acquaintance with whatever language they 
study. 

20. Geography, History, The Philosophical 
Sciences, and the Belles Lettres are taught witJi 
such facility and success on " The New System,'^ 
as are quite unknown on every other. 



21 



21. The Mathematics, which, Hke Classical Stu- 
dies, are so fit for the cuhivation of the human mind, 
are found to be important by juvenile students, in 
their earliest lessons, because they are made intelli- 
gible to their understandings ; they begin, even at 
the onset, to relish their utility and sublimity. From 
Algebra, as from every other subject whatever, all. 
mystery is removed ; and, as this system so accele- 
rates their progress through Arithmetic, as to ad- 
mit of several years being given to the Mathema- 
tics, the pupils' acquirements far exceed any thing 
accomplished on the prevailing systems. 

22. The time employed on this system for the 
acquirement of any of the foregoing subjects, does 
not exceed one-third of the time employed on 
others, to acquire them. Thus, during the period 
usually devoted to education, the pupil is enabled 
to make valuable attainments in those branches, 
which, on the prevailing systems, he has not time 
even to commence. 

23. The System is unique in its principles, and 
therefore essentially different from Dr. Bell's, Mr. 
Lancaster's, M. Pestalozzi's, M. DufiePs, and from 
every other system whatever. 

24. Teachers quickly learn the System, as the 
principles of it are readily communicated and easi- 
ly understood. 

25. In the cause of the Universal Education of 
the Human Race, every one must declare himself 
an advocate, who commiserates the condition, and 
wishes to extenuate the privations of those, whose 



22 



wretched situation in the scale of existence admits 
of being ameliorated only by education. But, how- 
ever cordially this benevolent object may be es- 
poused, it must be admitted, that we have seen 
produced by recent Systems of Education, an ele- 
vation of intellect in the lower orders of society, 
without ever having been able to witness a propor- 
tionate elevation in the middle and higher classes. 
Could a proportionate and progressive elevation of 
these be established, no evils could be dreaded ; 
but, if this should not take place, the approximation 
has, perhaps, somewhat of a threatening aspect. — 
The existence of a system, professing universal 
equality in intellectual acquirements, could not 
have a less dangerous tendency, than one profess- 
ing equality in rank and possessions. The evils 
of an approximation to equality in education have 
been deprecated by many, and there are not want- 
ing those, who think these evils have been already 
felt. Be this as it may, certain it is, that the lower 
orders have risen above their former level in edu- 
cation. This, unless it be corrected, in some de- 
gree strikes at the root of all subordination, and a 
remedy is only to be effected, either by ceasing to 
educate the poor, or by finding some means of 
proportionably elevating the middle and hif>her 
classes. The latter, which is alone desirable, it is 
presumed, may be effected by means of " The 
New System," and thus the equiHbrium in educa- 
don among all ranks will be restored. 



23 



The Outline op the New System, 4to. with 
Plates, and the following Academical Course of 
Instruction adapted to its principles, have been 
drawn up by Mr. Perry, and are sold by him only 
to those Seminaries that adopt the System ; — In- 
troductions to Latin Grammar, English Grammar, 
Greek Grammar, French Grammar, Composition^ 
Geography, Astronomy, History, Arithmetic, Al- 
gebra, Book-keeping, Reading and Elocution, 
with Select Books from CcEsar, Ovid, Virgil, Se- 
lect Lives from Nepos, Select Epistles and Ora- 
tions from Cicero, Select Odes from Horace, Greek 
Selections, French Selections, 8fc. These works 
for Schools on Mr. Perry's System are best adapt- 
ed to its principles ; but where the Conductors of 
Schools wish to retain the books already in use, 
they can do so. 



Academies are allowed a period for trial of the 
System. 

Teachers are taught " The New System," as 
nearly as possible, in the succession in which they 
transmit their names. 

An interview may be had with Mr. Perry, at 
3, Adam-street, Adelphi, London ; or apphcations 
from any part of the United Kingdom, addressed 
(post paid) to him, will meet due attention, and 
Details of " The New System," containing the 
Terms on which it is taught, will be forwarded 
gratis. 



24 



Advertisement. — Mr. Perry, conscious of 
tlte unprecedented advantages, that youth derive 
iVoni being educated on his System, has thought it 
of importance to announce to the PubHc generally, 
that there are large and distinguished Boarding 
Establishments of both Ladies and Gentlemen, in 
London and its Environs, in Middlesex, Kent, 
Hertfordshire, Warwickshire, Lancashire, Man- 
chester, Uverpool, Birmingham, &c. that have 
adopted "The New System;" and that these 
Schools have made arrangements for tlie reception 
of an extra number of students. Mr. P. will be 
happy to give all Parents, who have Children to 
educate, every information relative both to these 
Establishments, and to the System, that they can 
require, together with cards ; either on personal 
application, or by letter (post paid.) 



At one time, all that I could do to convince 
others, that the details made in this " Address," 
were true, was simply to assure them of their truth ; 
but now, and in the lapse of a short time, the testi- 
mony of those may he had, whose interest is not to 
deceive. — Large and distinguished Boarding Esta- 
blishments, both of Ladies and Gentlemen, we 
have seen, are upon " The New System ;" they 
have been induced from conviction alone, to aban- 
don their former systems, in order to adopt the 
New One. To these then, I beg to be permitted 
to refer ; let them say, whether the advantages, 
that I have declared necessarily attendthe System, 



25 



-arej in any degree whatever, exaggerated. From 
these, at least, the truth may be obtained. Had the 
pretensions of " The New System'' been without 
foundation, what did Schools of established reputa- 
tion not risk in adopting it ? These, then, are its 
best vouchers; but, if with any, the marked appro- 
bation of the System, which they have shewn, by 
their adoption of it, should seem insufficient, I refer 
them to the parents of the pupils, educated in those 
establishments ; Parents cannot, they will not, dis- 
guise the truth ; and, if they say that the result per- 
fectly accords with the pretensions of the System, 
they may be believed. I appeal further ; — listen 
to the voice of the youth, that are being educated 
on the system ; to those children, who are yet un- 
acquainted with the arts of deception. — Their inge- 
nuousness and candour assure every inquirer, that 
they knew not, before, what it was to make rapid 
improvement ; that they had not, before, any ade- 
quate conception of what was meant by perfect 
instruction; that never, before, did they know 
what it was, either to relish intellectual entertain- 
ment j or to love school. 

J. PERRY, 

AUTHOR OF "the NEW SYSTEM," 

September^ 1821. 3, Adam-street, Adelplii, London. 

(j;/^* A small Work will shortly be published by 
Mr. Perry, in which the effects, &c. that necessa- 
rily attend " The New System," into whatever 
schools it is introduced, are more fully detailed. 



INVESTIGATION AND TRIAL 

OP 

PERRY'S SYSTEM OF EDUCATION. 



WE, THE UNDERSIGNED, having been 
taught " The New System of Education," by 
Mr. Perry, and having paid the required premium, 
— a System, which, for some time past, has as- 
sumed advantages in tuition beyond all other 
known methods of instruction, have ascertained, 
that the Author of tlie System is able to make good 
liis pretensions, and, consequently, that the System 
is worthy of our adoption. The prominent fea- 
tures of the System are as follow : — 

1. It is essentially different from every other 
system whatever. 

2. It is a System of universal application, and, 
therefore, is alike adapted to the Classics, Mathe- 
matics, &c. as to the Commercial Branches ; and 
is equally suited to Ladies' and to Gentlemen's^ 
Schools. 

3. It calls the intellectual faculties into more ex- 
tensive operation, than is, or can be, effected on 
any other plan. 



27 



4. While " The New System" teaches every 
brancli of learning on more scientific principles 
than the known methods do, it performs this with 
all the certainty, regularity, and accuracy of the 
most perfect mechanism. 

5. " The New System" admits of no imper- 
fect instruction, and teachers themselves must tho- 
roughly understand every branch, which they pro- 
fess to teach. — The System, therefore, removes 
even the possibility of quackery in tuition. 

6. The quantum of knowledge obtained, is ne- 
cessarily in ratio with the time employed; the 
progress pupils make, therefore, is incomparably 
greater, and the knowledge they acquire far more 
substantial, in a given time, upon this System, 
than upon any other at present known. It accom- 
plishes what other systems effect, in one-third of 
the time ; and, thereby, enables pupils to make 
valuable attainments, in many branches, which, 
on the prevailing systems, they have not time even 
to commence. 

7. The subsidiary methods, which Mr. Perry's 
System makes use of in teaching the Latin, Greek, 
French, Italian, English, and other languages, 
Arithmetic, the Mathematics, Writing, Reading, 
Geography, History, &c. are as unique, as the 
general features of the System already detailed, 
and so much more efficacious, than the methods 
hitherto employed, as to render it difficult to make 
a comparison between them. 

8. The fluency and correctness, in v.ritten and 



23 



spoken language, which "The New System" 
gives to every pupil, is so great, that, in this re- 
spect, no comparison whatever can be drawn be- 
tween it and other systems. 

9. The System discards all Degrading Treat- 
ment, such as Corporal Punishment and Scolding 
Language ; as it possesses, within itself, means of 
eliciting spontaneously from the pupils, all that 
nature can accomplish. 

10. Plagiarism, &c. can have no existence. 

11. Every moment of each scholar's time is 
wholly employed. 

12. It perpetually delights the pupils. 

13. "The New System" applies, with undi- 
minished power, to Schools, in which the number 
of pupils is indefinitely great. 

14. The tuition of pupils is not left to Assistants, 
as the Sj'stem requires neither them nor Monitors, 
even in the largest schools. 

15. Principals teach their schools with much 
less trouble and fatigue, on " The New System," 
than they can on any other. 

16. Teachers quickly learn the System — gene- 
rally in six days. 

17' The System does not, like that of Bell and 
Lancaster, confide the Tuition of a class to a mere 
boy ; nor is it, like Dufief's, necessarily confined 
to pronunciation and Rote- Work, but is of univer- 
sal application. 

18. In regard to the other advantages, stated 
by Mr. Perry, as necessarily attending his System, 



29 

the narrow limits of an advertisement, preclude us 
from saying more, than that we have invariably 
found, that those advantages far surpass the utmost 
expectations we had previously formed from the 
perusal of Mr. Perry's "Prospectus," "Address 
TO Parents, &c. ;" and our conviction is, that 
Mr. Perry's System must, of necessity, and at no 
distant period, obtain general preference before 
any of the prevailing plans of Education. 

To the foregoing Statement we set our Hands: 

BENJAMIN SWALLOW, 

Academy, 25, Great Quebec-street, New Road, 
London. 

HANNAH MARIA, JEMIMAH, and 

ELIZA HOPWOOD, 
Bolton House, Turnham Green, London. 

JAMES DARNELL, 
Prospect House-Academy, White Lion-street, 
Pentonville, London. 

HENRIETTA WILLIAMSON, 
Packer's Court, Coleman-street, London. 

GEORGE SHIRLEY, 
Troy Town-Academy, Rochester. 

JOSHUA SMITH, 
Basing House, Rickmansworth, Herts. 

Rev. JAMES MACGOWAN, 
Academy, Seel-street, Liverpool. 

JOHN POWELL, 
Solihull School, Birmingham. 



30 



AMOS CLEAVER, 

Somers Town Academy, London. 

JOHN HOLDEN, 
Weld Bank-School, Chorley, Lancashire. 

ANiNE JENKLNS, 
26, High-street, Newington, London. 

CHARLES LOUIS LOWE, 
10, Popham Terrace, Lower Road, Islington, 
London. 

Details of " The New System," the " Ad- 
dress TO Parents, &c." and other Particulars 
may be obtained gratis, either by Parents or 
Teachers, on Application (Post Paid) to Mr. 
Perry, 3, Adam-street, Adelphi, London ; or at 
Mr. Perry's Academy, 9? Nicholas-street, Mosley- 
street, Manchester ; or by applying to any of the 
preceding Signatures. 



Extract from the Franklin Gazette, of March 
22nd, 1823. 

PERRY'S SYSTEM OF EDUCATION. 



To the Editor of the Franklin Gazette: 

Sir — I was much gratified some time since on 
reading, in Mr. Poiilson's paper, an advertisement 
concerning a new system of education, which, I 
find, is the same that is highly spoken of in Eng- 
land, as will be seen by the Times newspaper 
sent herewith ; and as I find therein several obser- 
vations on the system, which did not appear in the 
American Daily Advertiser, I shall be pleased to 
see them copied into your paper for the informa- 
tion of the public; hoping, that by so doing, you 
will aid the cause of education. As a parent, I, of 
course, feel much interested in the education of my 
children ; and as this system, from what I have 
seen, seems much preferable to any other, it is my 
intention to give it a trial, by having my children 
educated upon it. Hoping that the advantages 
held out by it may be reahzed, I am, sir, yours, 
A SUBSCRIBER. 



32 



Extract from the Times Newspaper. 

Mr. Perry having been presented with numerous 
testimonials of his system by the principals of emi- 
nent schools, both of ladies and gentlemen, who 
have adopted it, has made from them, for the in- 
spection of teachers and parents, the extracts 
which appear below. 

In reference to these testimonials, Mr. Perry 
cannot be insensible to the deceptive arts by which 
confidence is frequently weakened : he therefore 
anticipates the suspicions which may arise as to 
the authenticity and credibility of his testimonials. 
He has, however, no means to repel and invalidate 
these suspicions, but his confidence in the influence 
of truth, which eventually effects conviction. He 
would also suggest that deception, however gene- 
rally it may prevail, and with whatever success it 
may accomplish its insidious purposes, can offer 
no conclusive evidence against the existence of 
truth in some specific cases. It is to an exception 
of this kind that Mr. Perry appeals, and whilst in 
the prejudice which opposes what is new, he re- 
cognizes the justifiable operation of prudent cau- 
tion, he is conscious that he has the sanction of 
truth in asserting the claims of " The New Sys- 
tem." Were the circumstance of newness a suflS- 
cient reason to justify condemnation, it would have 
been a valid objection to the introduction of all the 
discoveries during the succession of past ages. Ac- 
cording to this principle of reasoning, consistency 
would require that we should resort to the same 



S3 



fallacious criterion to determine the merits of the 
discoveries of future ages; and on the ameHorating 
influence of which are founded the expectations 
that society cherishes, of an approximation to a 
yet higher degree of improvement. 

Extracts from the Testimonials. 

"Mr. Perry's invention, though simple and 
beautiful, is altogether new ; no traces of it are to 
be found in the works of any preceding writer.'' 

" Mr. Perry's improvements, also, upon things 
formerly known, are almost innumerable." 

" The teacher derives from ' The New System' 
an increase of power as great almost as the engi- 
neer derives from the use of the mechanical 
powers." 

" Mr. Perry's invention increases to the highest 
possible degree the intellectual power of the teacher, 
and consequently confers upon him, for the benefit 
of his pupils, every advantage that he is capable of 
receiving." 

" Mr. Perry neglects no language, art or science, 
that is usually studied in school establishments, 
and in every department of study he suggests valu- 
able improvements." 

" The New System is the most economical plan 
both for pupil and teacher; to the one it saves 
time; to the other much expense." 

" Mr. Perry's system relieves the teacher from 
at least one half of his usual exertion of lungs, and 
in a great measure frees him from anxiety." 

" The New System is peculiarly adapted to the 



middle and higher classes of society; as the com- 
plete course of liberal education which it embraces, 
the mild, rational and equitable, yet efficient form 
of government which it employs, tlie benevolent, 
honourable and manly sentiments and conduct 
which it inspires, cherishes and calls into exercise, 
entitles it to a decided preference above all other 
systems for cultivating the minds and forming the 
characters of young noblemen and gentlemen." • 

" Schools on Mr. Perry's plan will supersede 
©thers, as soon as its effects are generally known." 

" I am satisfied that my pupils are now doing 
all that their talents enable them to do, and this 
without any coercive measures." 

" That Mr. Perry's invention would effectually 
accomplish its purposes seemed to me, at the time 
of my being taught it, as self-evident as any ma- 
thematical axiom ; and long practice in an exten- 
sive establishment, has proved that there was no 
fallacy in my first conviction." 

" If my best wishes can, in a remote degree, 
contribute towards thy success in obtaining a re- 
muneration for the trouble and expense thou hast 
been at in bringing ^ The New System' to its pre- 
sent state, they are at thy service, for I conceive 
thou hast done much in the cause of education. — 
The improvement of some of my pupils, during the 
last four months, has been more rapid ; that is, 
they have learned more than in twelve months 
previous ; and all, I am convinced, have made grea- 
ter progress in their studies than they would hav« 



35 



made had I pursued my former plan of instruction, 
and that with more delight to themselves and con- 
siderably less intellectual labour to myself; hence 
the economy of time. That a knowledge of thy 
system may be more extensively spread, at home 
and abroad, not by impostors, but by thyself, is 
the sincere wish of th}^ friend." 

" The simplicity of Mr. Perry's plan is one of 
its greatest recommendations." 

" On ' the New System,' every moment of the 
pupil's time is completely employed." 

'^ One great reason for my predilection for Mr. 
Perry's System is the pleasure and delight with 
which my pupils pursue their studies, on account 
of the absence of all coercion, and the sensible pro- 
gress they perceive themselves making." 

" The ^ New System' is particularly distinguish- 
ed from others by the perfection of the knowledge 
obtained." 

" In private tuition, Mr. Perry's system is atten- 
ded with so many and so great advantages, that 
private governesses and tutors, who understand 
this system, must be allowed to possess an impor- 
tant superiority over those who are unacquainted 
with it." 

" Mr. Perry may be regarded as the author of a 
System of Education infinitely superior to any yet 
offered to the notice of the world." 
' " The new system rests for its foundation on one 
^f the strongest feelings of the human mind." 

" Mr. Perry brings the principles on which so- 
ciety acts to bear on the business of a schpol." 



36 



"Mr. Perry's is a system of universal application ; 
it is, therefore, alike adapted to the classics, mathe- 
matics, and commercial departments of education, 
and is equally suited to ladies' and gentlemen's 
schools." 

" The new system admits no imperfect instruc- 
tion." 

•=' Teachers quickly learn the system." 

" Mr. Perry's System is calculated to effect what- 
ever can be done by education." 

"If I were to detail the merits of 'The New 
System,' I could not do better than to take the 
points adverted to in the prospectus of it, or those 
in Mr. Perry's 'Address to Parents, Teachers, &c.' 
In these are mentioned considerations of the very 
highest importance, and I have uniformly found 
that Mr. Perry has made no professions which he 
does not fully accomplish." 

Mr. Perry has designedly suppressed the names 
and residences of the persons by whom the testi- 
monials have been given ; as the interested reader 
will, doubtless, apply for the inspection of the ori- 
ginal documents. 

In a few days Mr. Perry will deliver two gratui- 
tous Lectures on Education. Admission by ticket. 
Particulars will be duly announced. 

After the delivery of the Lectures, an interview 
may be had with Mr. Perry. Letters to be post 
paid. 

3j Adam-street, Adelphi, London, May 10, 1 822. 




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LIBRARY OF CONGRESS 



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